Teachers build relationships with learners, recognize students’ zones of proximal development ( Vygotsky, 1978 ), engage in explicit teaching based on learners’ strengths, honor home and school literacies, and adjust instructional practices to meet students’ needs.
Published in Chapter:
Becoming Responsive Teachers during a Practicum-Based Study Abroad Experience: Learners Leading to New Perspectives
Cheryl L. Dozier (University at Albany, USA) and S. Joy Stephens (University at Albany, USA)
Copyright: © 2017
|Pages: 15
DOI: 10.4018/978-1-5225-1057-4.ch012
Abstract
This chapter shares the planning, design, and implementation of a unique, intensive practicum based faculty-led study abroad program for preservice candidates in village and town schools in Belize, Central America. This study abroad experience included cultural explorations, school-based writing practicum experiences, and daily seminar sessions. In communities of writers, preservice candidates focused on learning from and with Belize learners and families as they developed as responsive teachers. The authors designed engagements to mentor preservice candidates in strengths based teaching, creating side-by-side writing communities, developing purposeful and intentional instructional language, and learning from students' families. Reflecting on two consecutive trips during the university's winter semester, the authors share insights on re-imagining educational and travel narratives. They also discuss ways they continue to learn from participants as they design future trips.